Language Use and Speech Communities: A Study of Bilingual Language Profile of Communities of Practice in Education Setting
| Author | Alhusain, Latifah Khalid | |
|---|---|---|
| metadata.dc.contributor.department | University of Bahrain, College of Arts, Department of English Language and Literature | |
| metadata.dc.date.accessioned | 2026-09-20T15:51:25Z | |
| Publication date | 2025 | |
| Degree level | Master | |
| Abstract | Abstract : This study investigates bilingual language practices among faculty members and administrators in Saudi Arabian universities, focusing on the use of Arabic and English across personal, academic, and professional domains. Data from 99 participants revealed a distinct functional separation in language use. Arabic predominated in personal contexts (88.6% with family, 72.3% with friends) and internal cognitive processes such as self-talk (63.7%), whereas English was more commonly used in professional settings (52.2%). Participants demonstrated near-native proficiency in Arabic (6/6), while English proficiency was moderate. Receptive skills in English (listening: 5/6, reading: 4.7/6) were stronger than productive skills (writing: 4.2/6). Cultural identity was strongly associated with Arabic (5.8–5.9/6) and less so with English (3.2–3.8/6). Language acquisition patterns showed early exposure to Arabic (mean age: 0.8 years) and an early sense of comfort using the language (5.4 years), contrasted with a delayed onset of English learning (mean age: 7.6 years) and later comfort (12.5 years). Significant correlations emerged: greater immersion in English was strongly associated with higher speaking comfort (r = 0.71), while an earlier onset of English learning was negatively correlated with comfort (r = -0.62). These findings underscore Arabic's role as a core component of cultural identity, while English serves a primarily utilitarian function in professional and academic contexts. The findings indicate that college specialization exerts a greater influence on bilingual practices than either professional role or gender, highlighting its significance for informing discipline-specific language policy. This illustrates the need for institutional support promoting English-language experiences with identity-sensitive pedagogical approaches to enhance bilingual integration within higher education. Keywords: Bilingualism, Language Use, Bilingual Language Profile, Sociolinguistic Patterns, Speech Communities, Community of Practice | |
| metadata.dc.identifier.other | Drupal node 4670 | |
| metadata.dc.identifier.other | https://digitalrepository.uob.edu.bh/en/dar/language-use-and-speech-communities-study-bilingual-language-profile-communities-practice | |
| metadata.dc.identifier.uri | http://165.227.56.122/handle/123456789/7165 | |
| Language | en | |
| Link | https://digitalrepository.uob.edu.bh/en/_flysystem/fedora/2026-02/002434_language_use_and_speech_communities_a_study_of_bilingual_language_profile_of_communities_of_prac.pdf | |
| Title | Language Use and Speech Communities: A Study of Bilingual Language Profile of Communities of Practice in Education Setting | |
| Type | Master's Thesis | |
| College | College of Arts | |
| Department | English Language and Literature |
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